Case Study with Ofira Shraga – Video assignments help students practice behavior analysis

Ofira Shraga

Adjunct Lecturer in Sociology
SOC 1060
Leadership in Organizations Spring 2010
To effectively learn coaching techniques, a student must be able to observe his/her behavior and evaluate a coaching session involving real people and real problems. Video is the best way to capture a session and analyze a student’s behavior. What tools can be leveraged to provide easy video capturing, peer review, and media storage/distribution?
The goal of this exercise is to have the students:
1. Perform the exercise, coach another person through a problem — doesn’t need to come to a resolution, but just needs to make sure the coachee understands that his/her problem is resolvable/bring a new perspective.
2. Analyze the behavior of coachee and coach
3. Discuss effectiveness of session.


* To provide students with the experience of coaching and be able to analyze their behaviors.
* To use real examples of students in class of effective techniques (students must volunteer his/her content)
* To use students existing knowledge and equipment to produce videos.
* To provide video standards for easiest distribution/collection


iTunes U, Flip cameras/video capturing mobile devices


Limit enrollment to less than 50 — 260 became a logistical problem more than anything else. Figure out a better distribution source (iTunes was limiting and inflexible), allow for asynchronous peer evaluation.

Case Study with Ipek Türeli – Delivering Student Research using Multimedia

A. Ipek Türeli

Ipek Tureli

Mellon Postdoctoral Fellow
History of Art &  Architecture
HIAA 1890F
Miniature Worlds
Spring 2010


To document the research process using video as the medium for final delivery.


Although they had no prior technical training in digital video production, and no methodological familiarity with ethnography (the course was taught in an art history department), they were able to conduct insightful and original research and to relate this successfully, using the medium of digital film, producing well-crafted films that were of exhibition quality. The students themselves chose to exhibit their film in a gallery setting, and designed posters and flyers to publicize the event. Here is the poster designed by one of the students, Nathaniel Walker.

The end-of-semester class show took place at the Carriage House Gallery of the John Nicholas Brown Center, from December 8 to December 22, 2009 – thanks to the generosity of the Center Director Prof. Steven Lubar who contributed to the course, in numerous ways including a guest lecture, and the friendly and helpful staff at the Center. The exhibition opened with a well-attended reception where students individually introduced their work. They invited not only their friends, faculty but also family members.  This project ended up being something they were proud to show off!

It is difficult to assess the long-term outcomes so early but, one student submitted his film to a national student video competition.  While the student who worked on Waterfire, is applying to fellowships to explore further urban festivals that are themed.  Another was so inspired by the course that he decided to apply to and ended up getting the ATT fellowship (at Brown) to pursue ethnographic film making on indigenous sports in Ireland, although this, admittedly, was not on his horizon before he took the course.


MyCourses was used for collaboration and communication within the class.  The multimedia video assignment was used for the final project.  Brown’s Multimedia Labs and expertise was used to produce multimedia works.
Public blog:[] was used for communication with the general public.


In order for an undertaking such as this one to be successful it is essential to remain in contact with the immensely helpful staff at ITG, MML, and the John Nicholas Brown Center. They facilitated access to technology tools. I would like to especially thank Giovanna Roz Gastaldi of ITG who participated and devoted time to the organization of the course during the summer, and Edrex Fontanilla of MML who devoted an extraordinary amount of time and contributed positive energy to the assessment of student work by participating in review sessions and teaching the lab sessions.

Case Study with Ken Miller – MyCourses: Delivering content for a class of 350 students

Ken Miller

Prof. Ken Miller

Professor of Biology
BIOL 0200
The Foundation of Living Systems
Spring 2009
This course used the MyCourses site in order to allow students unlimited access to lecture materials, to present weekly readings and assignments in an organized fashion and to expedite the grading process.
Student performance on our exams was quite good, and student feedback was excellent. Students appreciated the ability to download and study the powerpoint slides used in class, as well as the open nature of the discussion groups. As a result of recording homework grades and lab attendance directly on the MyCourses pages, our Teaching Assistants were able to interact much more directly with their students during the week between labs.
A highly-structured MyCourses website, with the following features:

  • Folders for each week of the semester, containing reading assignments, homework, review material, and web links to simulations and interactive demonstrations of biological principles.
  • A complete reference folder with exams and answer keys from previous years of the course, helping students to understand the instructors’ expectations and goals.
  • Daily postings of all slides and videos used in lectures.
  • A lively interactive Discussion group to voice student concerns and current issues in biology.
  • Links to online virtual laboratories keyed to actual lab exercises in the course.
  • A Human Genome “scavenger hunt,” organized through the web site, allowing students to search genome databases for specific genes and DNA sequences.
  • Online videos, readings, and guides to course material.
  • A gradebook allowing individual students to check their own homework scores and laboratory attendance records.


Professors should take into account that the regular posting of slides and other course material made it easier for students to rationalize not coming to lectures. Despite this concern, however, lecture attendance did not noticeably suffer.